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The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class
Author(s) -
Chang ChunYen,
Tsai ChinChung
Publication year - 2005
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20072
Subject(s) - mathematics education , subject matter , psychology , class (philosophy) , learning environment , science education , significant difference , cooperative learning , constructivist teaching methods , teaching method , pedagogy , curriculum , computer science , mathematics , statistics , artificial intelligence
This evaluation study investigated the effects of a teacher‐centered versus student‐centered computer‐assisted instruction (CAI) on 10th graders' earth science student learning outcomes. This study also explored whether the effects of different forms of computer‐assisted instruction (CAI) on student learning outcomes were influenced by student preferences of learning environment (PLE). A total of 347 10th‐grade senior high school students participated in this nonequivalent control group quasiexperiment. During a one‐week period, one group of students ( n = 216) were taught by a teacher‐centered CAI (TCCAI) model whereas the other group of students ( n = 131) were subject to a student‐centered CAI (SCCAI) method. Results showed that (a) no statistically significant difference on students' earth science achievement was found for either group; (b) TCCAI group had significantly better attitudes toward earth science than did the SCCAI group; furthermore (c) a significant PLE‐treatment interaction was found on student attitudes toward the subject matter, where the teacher‐centered instructional approach seemed to enhance more positive attitudes of less constructivist‐oriented learning preferences students, whereas the student‐centered method was more beneficial to more constructivist‐oriented learning preferences students on their attitudes toward earth science in a computer‐assisted learning environment. © 2005 Wiley Periodicals, Inc. Sci Ed 89: 707–724, 2005